by Timothy Basil Ering
Students need one sheet of paper folded in 4ths. and a pencil/crayons
Cover the cover with a folder.
Read a few pages give the students 3 minutes to draw and color
Sunday, February 12, 2012
Tuesday, January 31, 2012
"I need to see what you've worked on"
During writing conferences I often hear my teacher say, "I need to see what you've worked on during writing" after she conferences with a student.
However, she often forgets to check back with them.... then it's another 2 weeks before she meets with them again.
To solve the problem stick a sticky-note on their anadoctals page to remind yourself they need to see you later.
However, she often forgets to check back with them.... then it's another 2 weeks before she meets with them again.
To solve the problem stick a sticky-note on their anadoctals page to remind yourself they need to see you later.
Thursday, January 26, 2012
How to blow a bubble
This would be a great lesson after how to make a peanut butter and jelly sandwhich.
How to Blow a Bubble!
I first must say this was not my original idea; it was floating around Proteacher and I thought I'd give it a try. Prior to this assignment, I modeled "how to make a peanut butter and jelly sandwich" emphasizing "how to" words like first, next, then, finally. While I was modeling this, I was actually making the peanut butter and jelly sandwich, so when the kids told me to put the bread together, I put it together facing the wrong way at first and they learned that they need to give specific directions :) The next day I gave all my kiddos a piece of Double Bubble bubble gum. Then I had them draft a "how to blow a bubble" step by step guide. After I checked it over, I gave them fancy final draft paper. The kids made their heads using small paper plates and construction paper for hair. I then let them choose a balloon and I blew them up a little bit (too hard for the kids to do and exhausting for me!) then taped them onto their paper plates (a lot of tape). I'm hoping when I go back to school on Monday the taped held up :D
P.S. I just realized that I have 2 white balloon near each other and I'm so OCD about things like that, so I'll have to move one of them on Monday. LOL
How to make a peanut butter and jelly sandwich
Today we analyzed the winter district writing assessment with the students. This is a lesson that helps with writing in logical order and including transitions. Might be perfect for the beginning of the year.
Thanks to http://msdurning.blogspot.com/search/label/writing
In January I focus on procedural writing. The best way to learn is by doing, I think, anyways :) Last week each student wrote a "how to make a peanut butter and jelly sandwich" guide, which can be found here. Today the students were given somebody elses guide and had to follow the directions to make the sandwich. Can I just say they LOVED this?! They also learned that it's important to be very precise when you are giving somebody directions!
Thanks to http://msdurning.blogspot.com/search/label/writing
In January I focus on procedural writing. The best way to learn is by doing, I think, anyways :) Last week each student wrote a "how to make a peanut butter and jelly sandwich" guide, which can be found here. Today the students were given somebody elses guide and had to follow the directions to make the sandwich. Can I just say they LOVED this?! They also learned that it's important to be very precise when you are giving somebody directions!
I gave each student a dixie cup with peanut butter and jelly to make it easy.
Following the steps...
As the students were following the steps they made comments on ways the writer could have been more specific. What a great way to provide feedback!
And.... the best part... EATING it!
Tuesday, November 22, 2011
Guiding children to solve their own problems
when a child comes to you with a problem
Empathy
~"how sad"
~"I bet that hurts"
If you go to a child with a problem and if a child comes to you with a problem
Send the Power Message
~ "what do you think you're going to do?"
~" Would you like to hear what other kids have tried?"
Child states the consequences
~ " And how will that work?"
Give permission for the child to solve the problem or not solve the problem
~" Good luck. I hope it works out."
Ask "How will I know if that choice is working for you?"
Empathy
~"how sad"
~"I bet that hurts"
If you go to a child with a problem and if a child comes to you with a problem
Send the Power Message
~ "what do you think you're going to do?"
~" Would you like to hear what other kids have tried?"
Child states the consequences
~ " And how will that work?"
Give permission for the child to solve the problem or not solve the problem
~" Good luck. I hope it works out."
Ask "How will I know if that choice is working for you?"
warnings
"do NOT issue warnings. This tells students it's okay to misbehave once; that it is okay the second time they misbehave that will land them a consequence"
Seems to make sense
Seems to make sense
wording so the student chooses the punishment
Teacher: Tom, it seems hard for you to work on your project today. What do you think might happen if you keep talking instead of working?
Student picks an outcome.
Teacher: That's a possibility. Anything else?
(do this a couple of times)
Teacher: Tell you what. I'll come back in a couple of minutes. If it seems you're still having trouble concentrating, I'll pick one of those suggestions.
Student picks an outcome.
Teacher: That's a possibility. Anything else?
(do this a couple of times)
Teacher: Tell you what. I'll come back in a couple of minutes. If it seems you're still having trouble concentrating, I'll pick one of those suggestions.
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